Beginning reading is a foundational competence that supports children's access to classroom texts and later learning, yet third-grade students may still display heterogeneous profiles in word recognition, fluency, prosody, comprehension, and reading confidence. Previous studies often examine reading performance, learner factors, or instructional media separately. This study analyzes these dimensions together by examining students' beginning reading profiles, the internal and external factors associated with those profiles, and the teacher's roles when picture storybooks are used as instructional support. A qualitative descriptive design was conducted in a third-grade class at SDN Ciganjur 01 Pagi, South Jakarta. One classroom teacher and ten purposively selected students representing varied reading profiles participated. Data were collected through non-participant observation, semi-structured interviews, reading observations, and documentation, and were analyzed through data condensation, display, and conclusion verification. The findings show differentiated needs in decoding, accuracy, fluency, prosody, comprehension, and confidence. The teacher acted as planner, facilitator, reading model, motivator, guide, and evaluator. Picture storybooks functioned most effectively as visual scaffolds when teacher questioning, text evidence, repeated reading, and differentiated follow-up were integrated.
Reading comprehension is essential for elementary students because it supports learning across subjects, yet preliminary evidence at SDN Cipinang Besar Selatan 07 Pagi showed persistent difficulty in understanding and retelling texts. This study aimed to describe Grade V students' reading-comprehension difficulties, identify classroom factors associated with those difficulties, and analyze the pedagogical relevance of Contextual Teaching and Learning as a response. The study used a descriptive qualitative design based on preliminary observation, an informal teacher interview, responses from five Grade V students, and instructional-document analysis. The data were reduced, categorized, compared across sources, and interpreted thematically. The findings indicate difficulties in identifying main ideas and important information, retelling texts in students' own words, distinguishing meaning beyond literal reading, and connecting text content with prior experience. Classroom learning was still dominated by teacher explanation and shared reading, which limited active participation. Contextual Teaching and Learning is relevant because its constructivism, inquiry, questioning, learning-community, modeling, reflection, and authentic-assessment components directly correspond to the identified needs. The study's novelty lies in qualitatively mapping specific reading-comprehension problems to the functions of the seven contextual-learning components rather than claiming causal improvement without completed intervention data.
Retno Febri Jianningrum, Robiatul Munajah· Siber International Journal...· 0 citations
Teaching simple composition writing requires teachers to coordinate planning, modeling, idea generation, language support, differentiation, time management, and assessment. Previous studies have commonly emphasized student writing outcomes or the effectiveness of particular media and strategies, while fewer studies examine the teacher's difficulties across the complete writing process in a natural elementary classroom. This qualitative descriptive study investigated the forms of difficulty experienced by a Grade IV teacher, the internal and external factors contributing to those difficulties, and the efforts used to address them at SDN Jatisari II, Bekasi City. The main informant was one classroom teacher selected purposively. Data were obtained through semi-structured interviews, non-participant observation, and documentation, and were analyzed through data reduction, display, and conclusion verification. The teacher experienced difficulties designing process-oriented worksheets, supporting idea generation and elaboration, expanding vocabulary and sentence construction, managing mixed abilities and attention, completing writing within approximately thirty minutes, and providing detailed assessment. The findings show that teacher difficulty is an interaction between pedagogical demands and available classroom support. Improvement requires staged writing tasks, explicit modeling, differentiated scaffolding, distributed writing time, focused feedback, revision opportunities, and school-level literacy resources.
Febriyanti Putri Pamungkas, Robiatul Munajah· Siber International Journal...· 0 citations
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